Use the filter menu and interactive map to explore the past competitions offered and grants awarded through the Environmental Literacy Program.
To learn more about project findings and outcomes, view the summaries of our grantees’ summative evaluation reports.
AMS/NOAA Cooperative Program for Earth System Education (CPESE)
The American Meteorological Society (AMS) and National Oceanic and Atmospheric Administration (NOAA) work together to share knowledge and information about weather and climate, ocean, and coasts with educators and students across the country. The goal of this effort is to build a scientifically informed and engaged society and a diverse STEM workforce prepared to respond to environmental hazards. AMS facilitates a national offering of the DataStreme Atmosphere and DataStreme Ocean courses and supports Project ATMOSPHERE leadership training workshops at the National Weather Service Training Center for in-service K-12 educators, with focus on those at schools with considerable numbers of students underrepresented in STEM. By 2023, about 2,100 educators will earn graduate credits through a partnership with California University of Pennsylvania and become confident Earth science educators. These educators are expected to impact more than 20,000 additional educators and several hundred thousand K-12 students.
R4Ed: Rigor, Relevance, and Relationships in Resilience Education
In this project, high school students in Houma, Louisiana, will investigate which areas of their community are most vulnerable and what can be done to be resilient in the face of hurricanes and sea level rise, today and in the future. To do this, they will collect local stories of coastal erosion, hurricane damage, and disappearing land and compare them with data from the NOAA Digital Coast Tool and the NCAR Cyclone Damage Potential (CDP) Index. Linking the impacts that community members have experienced with the data about these events and future projections, students will identify vulnerable areas in their community, identify the types of hurricanes that have been the most destructive to their community, and make resilience recommendations that they will present to their peers and the community at large. Project partners, the UCAR Center for Science Education, the NCAR Capacity Center for Climate and Weather Extremes, and the South Louisiana Wetlands Discovery Center, will develop the curriculum, facilitate the instruction, and disseminate the educational resources to other coastal educators. The successful completion of this project will result in a model approach for how students in other coastal communities can use data, stories, and the CDP as they engage in coastal resilience planning. This model approach will be described in a collection of educational resources, allowing educators to implement the approach with students in other Gulf Coast and Atlantic locations affected by hurricanes and sea level rise.
Citizen Science, Civics, and Resilient Communities (CSCRC)
The "Citizen Science, Civics, and Resilient Communities" (CSCRC) education project led by the Museum of Science, Boston in partnership with Arizona State University and Northeastern University will increase resilience to extreme weather and environmental hazards through citizen-created data, local knowledge, and community values. Building upon previous funding from NOAA in which a set of modules were created and used to engage participants in active learning and resilience planning about four natural hazards (heat waves, sea level rise, extreme precipitation, and drought), the museum and its partners will add participatory citizen science activities selected in close collaboration with resilience planners. This new and expanded project will involve diverse groups of participants at 28 U.S. science centers collecting, analyzing, and sharing data relevant to local resilience planners, learning about vulnerabilities through visualizations of geospatial data and deliberative problem-solving, sharing perspectives about resilience strategies and their societal and environmental trade-offs, formulating community resilience plans, and presenting findings and recommendations to resilience planners and publics. The project aims to formulate a theory of action that sustains engagement and increases environmental literacy among participants, contributes citizen-created data, knowledge, and values to resilience planning, and increases capacity among science centers for including publics in resilience planning and data collection.
HEARTForce: Hazard Education, Awareness & Resilience Taskforce
Communities in Colorado are increasingly experiencing major disruptions from environmental hazards, such as fire, flood, drought and extreme heat. With this rise in hazardous events, there is a pressing need for communities increase their resilience. An interdisciplinary team from the Cooperative Institute for Research in Environmental Sciences (CIRES) Education & Outreach Program at the University of Colorado at Boulder is developing and implementing an innovative, action-oriented youth engagement project targeting rural Colorado students, teachers and communities. Our engagement model empowers youth i) to envision community resilience through immersive scenario-based role play based on a solid understanding of the relevant science, ii) to learn about natural hazards through engaging Colorado-focused lessons, iii) to initiate conversations about hazard preparedness from within communities, and iv) to develop and implement student-led resilience action projects. The project team is developing instructional materials for middle and high school students: four lesson plans focused on different hazards (fire, flood, drought, extreme heat), four complementary scenario-based role-play games with a focus on youth empowerment and a teacher workshop based on these materials. Each school implementation follows a sequence in which the lesson plan activities are conducted, followed by a scenario-based role play game and reflection. Building on their experience with the game, students develop resilience strategies for their community and present those at a community Resilience Expo. The project has the following three objectives: 1) Increase Colorado secondary teachers’ knowledge and confidence to teach about local natural hazards, and to facilitate discussions about community resilience; 2) Increase Colorado youth’s understanding of natural hazards, their community’s vulnerability, and their involvement in resilience planning efforts, and 3) Enhance the capacity and empowerment of young people in Colorado to engage in dialogue with their peers, families, and community stakeholders about community resilience issues and identify, develop, and implement resilience actions. A needs assessment disseminated to Colorado teachers guides the project team in the development of all instructional materials and allows for customizing the content to teacher needs. The project evaluation explores the efficacy of the program model and studies the impact of the project activities on students and teachers. Specifically, the evaluation studies students’ confidence and ability to engage in dialogue around community resilience, level to which students increase their understanding of natural hazards and resilience planning, and the ways in which teachers increase their content knowledge and confidence in teaching about natural hazards. The project fills a critical gap in Colorado’s resilience planning which does not include teachers and youth. The project is guided by partners from the NOAA RISA program Western Water Assessment, seven NOAA science advisors, Science on the Sphere collaborators, and is being implemented together with over 20 community partners, school partners and collaborators from across Colorado. Over the course of the three-year program, the project activities will train and support 140 teachers, engage 400+ students and result in 11 Resilience Expo events across Colorado, from primarily rural communities. The instructional units and the games will be used in classrooms with 600+ students.
Climate Resilience and Community-driven Action With a Hyperlocalized Public Forum
The Science Museum of Virginia will build upon its community science experience and its role as a trusted source of climate science information to lead “Climate Resilience and Community-driven Action with a Hyperlocalized Public Forum in Richmond, VA” in partnership with Virginia Community Voice, Groundwork RVA, Happily Natural Day, and Southside ReLeaf - local nonprofits with proven track records of effecting change through community engagement and urban greening initiatives. This project supports Richmond’s work to heal social, racial, and environmental injustices by increasing community resilience to climate change through placemaking. Richmond served as both the Capital of the Confederacy and the United States’ second largest trading port for enslaved persons during the 19th century. In the 1930s and 1940s, redlining - the systematic denial of access to home loans, mortgage insurance, or credit based on an applicant’s race or ethnicity - effectively segregated people of color into less desirable urban neighborhoods. Research conducted both in Richmond and nationwide demonstrates that, today, formerly redlined neighborhoods tend to be significantly hotter, more prone to flooding, and experience poorer air quality than non-redlined areas. These neighborhoods also tend to be home to individuals - mostly Black and brown - with the fewest resources to adapt to the health and financial impacts of human-caused climate change, which continues to intensify each year. Richmond’s mayor and Office of Sustainability support this project, which will align community vision with existing planning efforts that seek to build a Richmond that is “a sustainable and resilient city with healthy air, clean water, and a flourishing ecosystem that nurtures healthy communities, increases resiliency to the effects of a changing climate through adaptation and mitigation, develops the built environment to enhance natural assets, and ensures all people have access to nature and healthy communities.” Because resiliency is a process, youth and adults participating in this project will explore hazards (specifically flooding and extreme heat); assess their vulnerability and risks (determine how climate change is currently harming, or will most likely harm, neighborhoods); investigate options (by determining which resilience-building strategies are most effective for each community and vision); prioritize and plan local resilience-building strategies (ensuring that residents’ vision can be realized); and take action by implementing and sustaining projects in the community with project partners. Strategies may include placemaking through planting trees, building permeable pathways, constructing shade structures, and creating community gardens to provide shade, fresh food, and neighborhood gathering spaces, as well as rainwater harvesting and bioretention rain gardens to mitigate stormwater issues. This project is unique because it will actively support nonprofits that engage historically underserved people whose voice is commonly left out of City planning efforts, increase their environmental literacy, and provide resources needed to enact their vision. RK&A will evaluate the project, which will build upon evaluation data from the Science Museum’s previous NOAA ELP-funded project - “Learn, Prepare, Act - Resilient Citizens Make Resilient Communities” - and a NOAA-funded project by the Museum of Science Boston - “Citizen Science, Civics, and Resilient Communities: Increasing Resilience Through Citizen-Created Data, Local Knowledge and Community Values.”